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Meysydd dysgu a phrofiad / Areas of learning and experience

Meysydd dysgu a phrofiad

Mae Cwricwlwm i Gymru 2022 yn trefnu dysgu o gwmpas chwe maes dysgu a phrofiad sef:

Cynlluniwyd pob un o’r meysydd dysgu a phrofiad i helpu dysgwyr i wireddu pedwar diben y cwricwlwm, ac maent yn darparu’r man cychwyn a’r dyhead wrth ddatblygu cwricwlwm ar lefel ysgol. Maent yn cwmpasu’r pynciau a’r disgyblaethau cyfredol, a’u nod yw hyrwyddo dull cydweithredol a thrawsddisgyblaethol o gynllunio a datblygu cwricwlwm ysgol.

Mae’r canllawiau ar gyfer pob maes dysgu a phrofiad yn cynnwys:

  • datganiad sy’n egluro sut mae’r maes dysgu a phrofiad yn cefnogi pedwar diben y cwricwlwm
  • datganiadau o’r hyn sy’n bwysig mewn dysgu
  • egwyddorion cynnydd, gan gynnwys deilliannau cyflawniad a ddatblygwyd ar sail cynnydd yn y maes dysgu a phrofiad
  • cymorth i gynllunio ar gyfer dysgu.

Cynlluniwyd y meysydd dysgu a phrofiad i weithredu gyda’i gilydd fel rhan o gwricwlwm holistaidd. Nid ydynt yn adrannau digyswllt ond yn hytrach maent yn caniatáu i’r dysgu gael ei dynnu o bob un maes dysgu a phrofiad. Dylai’r penderfyniadau ynghylch sut i’w troi’n weithgareddau dyddiol gael eu gwneud mewn lleoliadau ac ysgolion. Dylai’r dysgu fod yn gydlynol ac wedi’i gynllunio ar draws y meysydd dysgu a phrofiad gwahanol, gan adeiladu ar gysylltiadau, dibyniaethau a rhyngddibyniaethau cynhenid. Dylid defnyddio’r cysylltiadau hyn wrth gynllunio a datblygu’r cwricwlwm ar lefel ysgol, wrth i ymarferwyr weithio’n greadigol ac ar y cyd i gefnogi dysgwyr i wireddu pedwar diben y cwricwlwm.

Mae canllawiau’r meysydd dysgu a phrofiad yn egluro sut y gellir cynnwys meysydd pwnc gorfodol mewn maes dysgu a phrofiad, yn ogystal â’r Gymraeg a’r Saesneg, addysg grefyddol, ac addysg cydberthynas a rhywioldeb. Dylai ymarferwyr gynnwys dysgu i gyflawni’r dyletswyddau hyn o fewn a, lle’n briodol, ar draws y meysydd dysgu a phrofiad, a dylai’r cyfrifoldebau trawsgwricwlaidd sef llythrennedd, rhifedd a chymhwysedd digidol gael eu cynnwys ym mhob maes dysgu a phrofiad fel y bo’n briodol.

Areas of learning and experience

Curriculum for Wales 2022 organises learning around six areas of learning and experience which are:

Each of the areas of learning and experience has been designed to support learners to realise the four purposes of the curriculum, and provides the starting point and aspiration when developing a school-level curriculum. They encompass existing subjects and disciplines, and are intended to promote collaboration and cross-disciplinary school-level curriculum development and design.

The guidance for each area of learning and experience includes:

  • a statement explaining how the area of learning and experience supports the four purposes of the curriculum
  • statements of what matters in learning
  • principles of progression, including achievement outcomes developed around progression in the area of learning and experience
  • planning for learning support.

The areas of learning and experience are designed to operate together as part of a holistic curriculum. They are not intended to be watertight compartments but instead allow learning to be drawn from across the areas of learning and experience. Decisions as to how these should translate into day-to-day activities should take place in settings and schools. Learning should be coherent and planned across the different areas of learning and experience, building on inherent links, dependencies and interdependencies. These links should be drawn upon during school-level curriculum design and development, with practitioners working creatively and collaboratively to support learners’ realisation of the four purposes of the curriculum.

The area of learning and experience guidance provide guidance on how mandatory subject areas can be embedded in the area of learning and experience, as well as Welsh and English, religious education, and relationships and sexuality education. Practitioners should embed learning to meet these duties within and, where appropriate, across the areas of learning and experience, and the cross-curricular responsibilities of literacy, numeracy and digital competence should be embedded across all areas of learning and experience as appropriate.